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Author: Michael J. Solon
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 139
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Book Description
Eighteen students in third through fifth grade identified with a Specific Learning Disability, participated in this study which evaluated the impact of targeted reading instruction on decoding and reading comprehension. The assessment tools utilized were (1) the Phonological Awareness Composite (PAC) of the Comprehensive Test of Phonological Proficiency, (2) the Phonetic Decoding Efficiency (PDE) subtest of the Test of Word Reading Efficiency, and (3) the Word Attack (WA) subtest and Reading Comprehension Cluster (RCC) of the Woodcock-Johnson-III Diagnostic Reading Battery. Based upon results of the evaluations, participants were assigned to one of three groups. The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech - Third Edition was used by the Phonemic Awareness group. The Phonics group employed Spalding's The Writing Road to Reading program. The Making Connections module was implemented for the Reading Comprehension group. Following 18 weeks of intervention, students were re-assessed with the same instruments. Taken cumulatively, significant increases were achieved on the PAC, WA, and the RCC grade equivalents. The Phonemic Awareness group did not demonstrate statistically significant gains, yet the Phonics group and Reading Comprehension group exhibited significant growth on assorted measures. Analysis of grade equivalent data indicated that 13 students could potentially return to the regular education classroom for all or part of their reading instruction. This proposal was corroborated by teachers for six of the 13 subjects. Teacher interviews suggested an overall satisfaction with the assessment and intervention protocols. Taken as a whole, the implemented program appeared effective in improving reading skills for learning support students.
Author: Michael J. Solon
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 139
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Book Description
Eighteen students in third through fifth grade identified with a Specific Learning Disability, participated in this study which evaluated the impact of targeted reading instruction on decoding and reading comprehension. The assessment tools utilized were (1) the Phonological Awareness Composite (PAC) of the Comprehensive Test of Phonological Proficiency, (2) the Phonetic Decoding Efficiency (PDE) subtest of the Test of Word Reading Efficiency, and (3) the Word Attack (WA) subtest and Reading Comprehension Cluster (RCC) of the Woodcock-Johnson-III Diagnostic Reading Battery. Based upon results of the evaluations, participants were assigned to one of three groups. The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech - Third Edition was used by the Phonemic Awareness group. The Phonics group employed Spalding's The Writing Road to Reading program. The Making Connections module was implemented for the Reading Comprehension group. Following 18 weeks of intervention, students were re-assessed with the same instruments. Taken cumulatively, significant increases were achieved on the PAC, WA, and the RCC grade equivalents. The Phonemic Awareness group did not demonstrate statistically significant gains, yet the Phonics group and Reading Comprehension group exhibited significant growth on assorted measures. Analysis of grade equivalent data indicated that 13 students could potentially return to the regular education classroom for all or part of their reading instruction. This proposal was corroborated by teachers for six of the 13 subjects. Teacher interviews suggested an overall satisfaction with the assessment and intervention protocols. Taken as a whole, the implemented program appeared effective in improving reading skills for learning support students.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Heather Wilcox
Publisher:
ISBN:
Category : Fluency (Language learning)
Languages : en
Pages : 158
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Book Description
Author: H. Lee Swanson
Publisher: Guilford Press
ISBN: 9781572304499
Category : Education
Languages : en
Pages : 730
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Book Description
The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
Author: India Chantel Graden
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 0
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Book Description
The purpose of this quantitative, causal-comparative study was to examine the results of phonics-based instruction versus guided reading instruction on reading achievement among minority students who are English Language Learners. This study is important because it addresses the gap in the literature that does not target research-based reading instructional strategies that are effective for English Language Learners separate from those that are observed as effective in students whose primary language is English. Archival data were obtained from 86 elementary school English Language Learners in the second grade at two Georgia suburban schools. The instrument used in this study is the MAP test. With permission from the participant schools, data was obtained by reviewing previously submitted lesson plans and reviewing past MAP score reports. An Analysis of Covariance (ANCOVA) test was used to determine if there was a difference in reading achievement between English Language Learners who received guided reading instruction at the same frequency as phonics-based reading instruction as measured by Lexile scores acquired on the MAP test when controlling for the pretest. All assumptions of ANCOVA were tested and met, concluding that there is a significant difference between English Language Learners who received guided reading instruction at the same frequency as phonics-based reading instruction. Further research is recommended. Other recommendations include ensuring that English Language Learners receive guided reading instruction at the same frequency.
Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 504
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Book Description
"In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD), in consultation with the Secretary of Education, to convene a national panel to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. The panel was charged with providing a report that should present the panel's conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools" -- p. 1-1.
Author: Rachael E. Gabriel
Publisher: Rowman & Littlefield
ISBN: 1475801157
Category : Reading
Languages : en
Pages : 129
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Book Description
This book can be used as a guide for program design and evaluation, as well as a source of ideas and (re)assurances for those currently engaged in the ongoing pursuit of effective literacy instruction for every reader, every day.
Author: United States Congress
Publisher: Createspace Independent Publishing Platform
ISBN: 9781983502651
Category :
Languages : en
Pages : 30
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Book Description
Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC.
Author: Holly D. Toney
Publisher:
ISBN:
Category : Guided reading
Languages : en
Pages : 338
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Book Description
This research study addressed the impacts guided reading instruction had on reading achievement in third, fourth, and fifth grades in two suburban schools in a school district in east Tennessee. The researcher examined the differences in reading achievement between two schools. One school implemented guided reading for more than two years and the other school implemented guided reading for two years or less. The differences in teachers' perceptions of guided reading instruction were investigated. Then, the fidelity of implementation of guided reading was examined. The researcher used reading achievement test data, a teacher survey, a focus group questionnaire, and a classroom observation checklist. The results were analyzed, and findings concluded guided reading impacted reading instruction in third, fourth, and fifth grades.
Author: Mele Suipi Fakatava Latu
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 376
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Book Description
This study explored the extent to which the assessment of students' achievement data within a professional learning circle, as foundational to evidence-based practice, raises the reading achievement outcomes of a Year 9 cohort who were at high risk of literacy failure. The ability to read concerns the preparation of students being life long learners and to some extent, the need to experience success not only in reading, but also in general. This comes with an understanding that when students enter their secondary or high schooling experience, they are equipped with the necessary knowledge, skills and attitudes to engage in curriculum specific subjects and become critical thinkers and learners. However, what is understood and experienced by many students and teachers is that this is simply not the case. Reading affects all aspects of life and is critical for all students entering secondary or high school, hence the reason for such a study. The research draws on a mixed methodology approach that was a combination of quantitative and qualitative procedures and was considered as being suitable for this inquiry of reading. The insights of both approaches were required to get a good understanding of reading as a complex issue. A quasi-experiment was deemed appropriate, as there was a need to make comparisons between two groups: Target Group and Control Groups. Multiple assessment tools were used, e-asTTle and STAR for gathering data purposes. The Teacher inquiry and knowledge-building cycle from Best Evidence Synthesis: Iteration on Teacher Professional Learning and Development, was as an approach that guided the pedagogy of teaching reading. Underpinning this approach were the premises of knowing what the learners need to learn in order to read better and what the teachers need to learn in order to teach the students more effectively. The inquiry did not only promote valued student outcomes, but served as a tool to guide teachers in their pursuits for the much-needed professional learning and development to enhance their teaching capacity and capability for poor reading students. The results of the Target Group performance as well as the two Controls Groups support the claim that the use of Evidence-Based Practice (EBP) contributes to the increase in the reading achievement of the students, especially when incorporating the use of reading assessment data within the approach. The findings suggest that for students, the need to clarify expectations and to make reference to text that was relevant and of interest to them was key to significant increases in their reading levels. For teachers, the findings suggest that when they had used student reading assessment data to make decisions concerning the necessary changes to their teaching strategies and reading programmes, they had experience success with their students. In part, this was the case as the researcher was able to guide teachers with interpreting the data and providing the necessary support for the design and implementation of programmes. This lead to transformation in teachers thinking about what they could do with students and justification of their actions and decisions. Teachers' perceptions of this method proved to be a motivating experience and encouraged critical self-reflection and professional dialogue. It is hoped that discussions from this study will generate further dialogue in this area in order for change to occur for students and teachers.
